Massachusetts School and District Profiles

Stacy Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Stacy Middle

Organization Information

DISTRICT NAME
Milford (01850000)

TITLE I STATUS
Non-Title I School

SCHOOL
Stacy Middle (01850305)

GRADES SERVED
06,07,08

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
53% - Substantial progress toward targets	14

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	41%	61%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		5.1	9.6	-	5.2	7.6	-
Percentage of possible points		53%		-	68%		-
2026 Annual criterion-referenced target percentage		61%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	5	8	67.5
Growth	English language arts growth	1	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	3	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		2.2	9.6	-	4.5	7.6	-
Percentage of possible points		23%		-	59%		-
2025 Annual criterion-referenced target percentage		41%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	33%	58%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	48%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	3	4	-
	Science achievement	2	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.0	10.3	-
Percentage of possible points		58%		-
2026 Annual criterion-referenced target percentage		58%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-
	Mathematics achievement	3	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.4	10.3	-
Percentage of possible points		33%		-
2025 Annual criterion-referenced target percentage		33%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.3	483.3	0.0	486.6	881	1	Recovery Path: No Change
Lowest Performing	450.4	456.6	6.2	455.5	130	4	Path Forward: Exceeded Target
High Needs	474.3	475.2	0.9	477.3	607	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	467.3	470.4	3.1	470.4	397	3	Recovery Path: Met Target
Low Income	474.2	474.9	0.7	477.3	521	2	Recovery Path: Improved Below Target
Students with Disabilities	466.2	466.6	0.4	469.1	177	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	6	-	-
Asian	-	-	-	-	12	-	-
Black or African American	475.8	477.3	1.5	477.8	42	3	Recovery Path: Met Target
Hispanic or Latino	474.3	475.8	1.5	477.6	332	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	489.6	488.5	-1.1	493.0	470	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	482.6	485.0	2.4	485.5	881	3	Recovery Path: Met Target
Lowest Performing	460.4	464.8	4.4	465.5	130	2	Path Forward: Improved Below Target
High Needs	476.8	479.2	2.4	479.1	606	3	Recovery Path: Met Target
English Learners and Former English Learners	473.4	476.1	2.7	476.9	399	2	Recovery Path: Improved Below Target
Low Income	476.7	478.8	2.1	479.4	521	2	Recovery Path: Improved Below Target
Students with Disabilities	468.8	470.5	1.7	471.5	177	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	6	-	-
Asian	-	-	-	-	12	-	-
Black or African American	477.5	482.3	4.8	480.4	42	4	Recovery Path: Exceeded Target
Hispanic or Latino	476.7	478.8	2.1	479.6	331	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	486.3	488.9	2.6	489.4	472	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.1	484.4	1.3	486.4	304	2	Recovery Path: Improved Below Target
Lowest Performing	-	-	-	-	64	-	-
High Needs	475.7	476.3	0.6	480.0	193	2	Path Forward: Improved Below Target
English Learners and Former English Learners	469.5	469.2	-0.3	471.6	115	1	Recovery Path: No Change
Low Income	475.6	476.1	0.5	478.0	170	2	Recovery Path: Improved Below Target
Students with Disabilities	469.0	468.2	-0.8	473.0	62	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	474.4	477.2	2.8	476.9	112	3	Recovery Path: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	488.2	489.2	1.0	491.9	162	2	Recovery Path: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.1	845	2	Typical Growth - Low
Lowest Performing	46.8	130	2	Typical Growth - Low
High Needs	42.0	577	2	Typical Growth - Low
English Learners and Former English Learners	43.0	374	2	Typical Growth - Low
Low Income	42.2	494	2	Typical Growth - Low
Students with Disabilities	39.8	167	1	Low Growth
American Indian or Alaska Native	-	6	-	-
Asian	-	12	-	-
Black or African American	47.4	41	2	Typical Growth - Low
Hispanic or Latino	41.9	314	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	41.9	456	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	45.3	854	2	Typical Growth - Low
Lowest Performing	48.2	130	2	Typical Growth - Low
High Needs	44.5	584	2	Typical Growth - Low
English Learners and Former English Learners	43.7	380	2	Typical Growth - Low
Low Income	44.0	501	2	Typical Growth - Low
Students with Disabilities	42.0	170	2	Typical Growth - Low
American Indian or Alaska Native	-	6	-	-
Asian	-	12	-	-
Black or African American	54.5	40	3	Typical Growth - High
Hispanic or Latino	41.1	316	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	1	-	-
White	47.4	464	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	54.5	56.9	2.4	59.7	130	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	54.5	56.9	2.4	59.7	130	3	Met Target
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	19.4	16.6	-2.8	17.2	951	4	Exceeded Target
Lowest Performing	21.2	20.8	-0.4	16.3	130	2	Improved Below Target
High Needs	25.4	20.7	-4.7	22.9	663	4	Exceeded Target
English Learners and Former English Learners	26.1	19.0	-7.1	22.8	431	4	Exceeded Target
Low Income	25.7	21.4	-4.3	23.0	574	4	Exceeded Target
Students with Disabilities	32.4	26.7	-5.7	28.1	172	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	6	-	-
Asian	-	-	-	-	14	-	-
Black or African American	12.3	12.8	0.5	8.7	47	1	No Change
Hispanic or Latino	20.2	18.1	-2.1	16.4	364	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	20.6	15.4	-5.2	17.7	499	4	Exceeded Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	912	908	100	Yes	1	911	909	100	Yes	1	309	309	100	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	634	631	633	631	198	198	1,465	1,460	100	Yes	1
English Learners and Former English Learners	410	408	412	412	115	115	937	935	100	Yes	1
Low Income	543	540	543	541	173	173	1,259	1,254	100	Yes	1
Students with Disabilities	185	182	184	182	65	65	434	429	99	Yes	1
American Indian or Alaska Native	6	6	6	6	1	1	13	-	-	-	-
Asian	12	12	12	12	3	3	27	-	-	-	-
Black or African American	46	46	46	46	18	18	110	110	100	Yes	1
Hispanic or Latino	345	344	345	344	114	114	804	802	100	Yes	1
Multi-Race, Not Hispanic or Latino	18	18	17	17	8	8	43	-	-	-	-
Native Hawaiian or Other Pacific Islander	1	1	1	1	1	1	3	-	-	-	-
White	483	480	483	482	164	164	1,130	1,126	100	Yes	1

About this report

About the Data

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a cumulative criterion-referenced target percentage of 75% or higher.

The annual criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using multiple years of data for all accountability indicators. School percentiles are not calculated for districts.

Resources

Interpretive Materials

Glossary of Accountability Terms